中小學品德教育的現況與課題：批判取向的反思與展望

Current Status and Controversial Issues of Taiwan's Character and Moral Education in Primary and Secondary Schools: Reflection and Prospect from a Critical Approach

李琪明(Lee, Chi-Ming)

《台灣教育研究期刊》 2卷3期 (2021/05) Pp. 313-336

摘要

本文以結合現代與後現代理論的批判取向，作為方法論的視角，並以西元2000之後的中小學品德教育，由單獨設科至校園文化營造，以迄議題隨機融入各領域為三個重要轉捩點。將其變遷歷程，置於台灣歷史脈絡與教改思潮，藉以瞭解其現況與課題，並揭露其在重重困境中仍展現教育的希望之可能性。此外，本文分別運用P. Freire強調的教育即自由的實踐，反思品德教育目的；以M. W. Apple主張的課程的意識型態批判，反思品德教育的課程組織型態與內容；以H. Giroux提出教師為轉型知識份子，反思品德教育者的角色；以及藉由T. Popkewitz的社會認識論，反思品德教育跨域研究與重新加以界定。最後，本文乃期建構一個新品德教育圖像：以開展自由與民主參與為目的；以批判取向的校園文化營造為課程型態；教育者具轉型知識份子的特質與專業素養；以及開啟跨域流動與多元視野的研究取向。

關鍵字

中小學 ； 品德教育 ； 批判取向

並列摘要

This article takes the critical orientation of combining modern and postmodern theories as a methodological perspective, and uses this perspective to analyze character and moral education (CME) within Taiwan's primary and secondary schools. CME in Taiwan has undergone three notable transitions beginning in the year 2000: the establishment of standalone subjects; the construction of school culture; and being taught as a social issue embedded into various study fields. The article considers these transitions alongside Taiwan's historical context and educational reforms, in order to understand the current situation and issues, and uses a critical orientation to show hope for the future of education, despite present difficulties. In addition, this article uses P. Freire's emphasis on education as freedom of practice to reflect on the purpose of CME; criticizes the curriculum ideology advocated by M. W. Apple and reflects on the curriculum organization and content of CME; applies H. Giroux's concept of teachers as transformative intellectuals to reflect on the role of CME educators; and uses T. Popkewitz's social epistemology to reflect on the cross-disciplinary research and redefinition of CME. Finally, this article constructs an updated orientation of CME. It should: develop freedom of practice and democratic participation as its educational purpose; construct a critically oriented school culture as a curriculum organization; empower educators with the characteristics and professional qualities of transformative intellectuals; and create cross-disciplinary continuous interaction with multiple perspectives of research methodology.

並列關鍵字

primary and secondary schools ； character and moral education ； critical approach